The Heart

Concept 1: History of Science as a Human Endeavor-Identify individual, cultural, and technological contributions to scientific knowledgePO 1. Identify how diverse people and/or cultures, past and present, have made important contributions to scientific innovations (e.g., Watson and Crick [scientists], support Strand 4; Rosalind Franklin [scientist], supports Strand 4; Charles Darwin [scientist], supports Strand 4; George Washington Carver [scientist, inventor], supports Strand 4; Joseph Priestley [scientist], supports Strand 5; Sir Frances Bacon [philosopher], supports Strand 5; Isaac Newton [scientist], supports Strand 5). 

Concept 1: Structure and Function in Living Systems Understand the relationships between structures and functions of organisms. 

Standard 4: The student will analyze text for expression, enjoyment, and response to other related content areas: Comprehending TextThe student will demonstrate knowledge of reading comprehension by: Pre-EmergentPE-22: following simple one-to-two step written instructions with visual support. EmergentE-22: following simple one-to-two step written instructions. E-23: identifying print and electronic reference sources (e.g., encyclopedia, atlas, almanac, dictionary, thesaurus, periodicals, website, and textbooks) needed for a specific purpose BasicB-22: following a set of written multi-step instructions to perform routine procedures and answer questions. B-23: locating information in print and electronic reference sources (e.g., encyclopedia, atlas, almanac, dictionary, thesaurus, periodicals, website, and textbooks) periodicals for a specific purpose. Low IntermediateLI-22: following a set of written multi-step instructions to perform routine procedures, answer questions or solve problems in math, science and social studies.  LI-23: locating information in print and electronic reference sources (e.g., encyclopedia, atlas, almanac, dictionary, thesaurus, periodicals, website, and textbooks) for a specific purpose.  High IntermediateHI-22: following a set of written multi-step instructions to perform unfamiliar procedures, answer questions or solve problems in math, science and social studies. HI-23: locating information in print and electronic reference sources (e.g., encyclopedia, atlas, almanac, dictionary, thesaurus, periodicals, website, and textbooks) for a specific purpose. 

Standard 1: The student will express his or her thinking and ideas in a variety of writing genres: ExpositoryThe student will express his or her thinking and ideas by using a variety of writing genres, as demonstrated by: Pre-EmergentPE-3: taking notes using a teacher selected and teacher created graphic organizer or cloze notes, with instructional support. (math, science, social studies)PE-4: writing a combination of words and phrases based on research, with instructional support. (math, science, social studies)EmergentE-3: taking notes using a teacher selected and teacher created graphic organizer or cloze notes. (math, science, social studies)E-4: writing phrases and/or sentences based on research using topic sentences, main ideas, relevant facts, details, and concluding statements, with instructional support. (math, science, social studies)BasicB-3: taking notes using a teacher selected and student created graphic organizer or cloze notes. (math, science, social studies)B-4: writing a paragraph based on research using topic sentences, main ideas, relevant facts, details, and concluding statements. (math, science, social studies)Low IntermediateLI-3: taking notes using teacher or student selected formats based upon knowledge of oral or written text structures. (math, science, social studies)LI-4: writing simple reports, based on research, using topic sentences, main ideas, relevant facts, details, and concluding statements. (math, science, social studies)High IntermediateHI-3: taking notes using self selected formats based upon knowledge of oral or written text structures. (math, science, social studies)HI-4: writing essays and reports, based on a synthesis of research, using topic sentences, main ideas, relevant facts, details, and concluding statements. 

Standard 1: The student will listen actively to the ideas of others in order to acquire new knowledge. Comprehension of Oral Communication The student will demonstrate understanding of oral communications by: Pre-EmergentPE-6: following instructions/directions consisting of one or two steps for with visual cues and gesturesPE-7: responding to social conversations using memorized responses (e.g., introductions, requests, courtesies).  EmergentE-6: following multi-step instructions/directions which include prepositional phrases. E-7: responding to social conversations by rephrasing/ repeating information and asking questions. BasicB-6: following multi-step instructions/ directions, procedures and processes which contain specific academic content vocabulary. B-7: responding to social conversations by rephrasing/ repeating information, asking questions, and expressing one’s thoughts. Low IntermediateLI-6: following multi-step instructions/ directions, procedures and processes which contain specific academic content vocabulary. LI-7: responding to social conversations by rephrasing/ repeating information, asking questions, offering advice, sharing one’s experiences and expressing one’s thoughts. High IntermediateHI-6: producing the final steps to complete a set of teacher initiated instructions for familiar processes or procedures. HI-7: responding to social conversations by rephrasing/ repeating information, asking questions, offering advice, sharing one’s experiences and expressing one’s thoughts. 

The teacher will put up a picture of Vivien Thomas and ask students to write three things that stand out to them about Thomas based on the photo (side note: this is the beginning of identifying cultural barriers). After student feedback, the teacher will give students a brief biography of Vivien Thomas’ life and struggles of becoming a cardiovascular surgeon’s assistant. 

The Teacher will assign this Circulatory System Rap song to help their ELL students remember the heart anatomy terms as well as their functions.

ELL students can participate in a choice activity where they can read Cardiology FOR KIDS and Adults Too! A book that helps kids understand the basic, yet complicated, concepts in science in an easy and simple way.